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Journal articles on the topic 'College choices'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." Journal of Business Theory and Practice 3, no. 2 (October 20, 2015): 140. http://dx.doi.org/10.22158/jbtp.v3n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

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Hee Kim, Kyung, and Michael F. Hull. "Effects of Motivation, ACT/SAT, GPA, and SES on College Choice for Academically Advanced Students and Other Students." World Journal of Educational Research 2, no. 2 (October 21, 2015): 140. http://dx.doi.org/10.22158/wjer.v2n2p140.

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<p><em>The purpose of this study was to examine the differences in the effects of </em><em>motivation factors on college choice between academically advanced students and other students.</em> <em>College choice ranged from no college, two-year college, four-year college, moderately selective four-year college, and highly selective four-year college. </em><em>Restricted data from the nationally representative Education Longitudinal Study (ELS) of 2002 were used for the analysis. Using the ELS questions, 8 motivation</em><em> constructs (general intrinsic motivation, math intrinsic motivation, reading Intrinsic motivation, extrinsic motivation, general academic self-efficacy, math self-efficacy, English self-efficacy, and educational expectation) were developed. Structural equation modeling was used to investigate the direct and indirect effects of the factors on college choice. The results indicated that although ACT/SAT scores, followed by GPA, are the most important factors for both academically advanced students’ and other students’ choices of more selective colleges, their choices are mediated by their intrinsic reading motivation and math self-efficacy. Compared to other students’, academically advanced students’ extrinsic motivation more negatively affected, while </em><em>S</em><em>ocio</em><em> E</em><em>conomic </em><em>S</em><em>tatus (SES) less negatively affected, their choices of more selective colleges</em><em>. Other students’ high general academic self-efficacy and educational expectations positively affected their ACT/SAT scores, GPA, and choices of more selective colleges, which did not affect academically advanced students.</em></p>

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Salas, Spencer, Mark M. D'Amico, Cecilia Rios-Aguilar, Manuel S. González Canché, and Adam K. Atwell. "Selecting Pathways: Latinxs, Choices, and Two-year Colleges." Association of Mexican American Educators Journal 12, no. 1 (May 11, 2018): 48. http://dx.doi.org/10.24974/amae.12.1.377.

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After the choice of a two-year college, more choices follow—and individuals make those choices based on a combination of knowing why (aspirations), knowing how (gaining knowledge and skills), and knowing whom (sources of information about college and careers). In this article, we unpack the relationship between two-year college students’ choices once enrolled in two-year colleges, the alignment of those choices to their projected career goals, and the sources of knowledge/knowing that inform that decision-making. Leveraging data captured from a multi-institution, multi-state administration of the College and Career Capital Survey (CCCS), we theorize the potential underestimation of Latinx students’ decision-making processes for careers while in the higher education setting. Findings suggest that despite longstanding mismatching theories, it is also possible that Latinx students know or might come to know how to leverage the two-year college pathway in ways that benefit both them and the communities they represent. We conclude with implications for future research emphasizing the development of mediational tools for students’ knowing as they enter postsecondary pathways and leverage their experiences to make such pathways purposeful and sustainable.

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Ferreira, Mauricio. "Exploring Substitutability Within College Sports through Hierarchical Choice Processes." Journal of Sport Management 23, no. 2 (March 2009): 182–209. http://dx.doi.org/10.1123/jsm.23.2.182.

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Understanding how spectators make decisions among the multiplicity of sport alternatives is important to the development of marketing strategies. In this study, a hierarchical choice framework was adopted to help illuminate theprocessin which individuals deal with sport substitution decisions within one university setting. In a forced-choice experiment, 419 college students were presented with existing sport offerings and asked, under constraint-free conditions, to make attendance choices with and without the most preferred alternative available. By observing students’ choices, the choice process was inferred based on the degree of switching that occurred between the two scenarios and tested whether it followed a hierarchical scheme. Results supported a “tree” structure for attendance choices, in which students consider the specific sport before considering the alternatives within the sport. Thus, under the conditions tested substitution was more likely to occur between alternatives of the same sport than either between different sports with the same sex of participants or proportionally across all alternatives.

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Martins, Bianca G., João Marôco, Mauro V. G. Barros, and Juliana A. D. B. Campos. "Lifestyle choices of Brazilian college students." PeerJ 8 (October 7, 2020): e9830. http://dx.doi.org/10.7717/peerj.9830.

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Background Lifestyle choices reflect the beliefs that individuals attribute to aspects of life. This construct can be assessed with the Individual Lifestyle Profile (PEVI) questionnaire, which measures elements of Nutrition, Physical Activity, Preventive Behaviors, Social Relationships and Stress Management. Objective The objective of this study was to estimate the psychometric properties of the PEVI applied to a sample of Brazilian university students, identifying the prevalence of each lifestyle component according to participants’ age, sex, weight status, course area/field and economic stratum and to estimate the contribution of these characteristics on physical and psychological lifestyle. Methods The PEVI data was analyzed by confirmatory factor analysis, using the indexes chi-square per degrees of freedom ratio (χ2/df), Comparative Fit Index (CFI), Tucker-Lewis Index (TLI) and Root Mean Square Error of Approximation (RMSEA). First-order and second-order models (physical and psychological lifestyle) were tested. Prevalences of lifestyle components were calculated and compared by participants’ age, sex, weight status, course area/field and economic stratum. A hypothetical causal structural model was elaborated to investigate the impact of sample characteristics on physical and psychological lifestyles. This model was evaluated considering the global fit to the data (χ2/df, CFI, TLI and RMSEA) and the hypothetical causal trajectories (β) (α = 5%). Results A sample of 1,303 students was used. The mean age was 20.9 (standard deviation = 2.8) years, 66.8% of participants were females, 63.4% had weights in the normal range and 73.7% were students of the social and exact sciences. The PEVI data showed an adequate fit for both the first- (χ2/df = 2.03, CFI = 0.98; TLI = 0.97; RMSEA = 0.04) and second-order (χ2/df = 2.25; CFI = 0.97; TLI = 0.97; RMSEA = 0.04) models. There was a higher prevalence of unfavorable physical and psychological lifestyle choices among females, among underweight and obese individuals, in older students and in those with lower economic strata. Moreover, negative behaviors in physical lifestyle were more prevalent in students from human/social/exact sciences and worse psychological lifestyle was observed among health sciences students. These results were confirmed by a structural model. Conclusion The PEVI data presented validity and reliability. Negative lifestyle choices had high prevalence among students. Moreover, individual characteristics had different impact on physical and psychological lifestyle choices.

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Carrier, L. Mark. "College Students' Choices of Study Strategies." Perceptual and Motor Skills 96, no. 1 (February 2003): 54–56. http://dx.doi.org/10.2466/pms.2003.96.1.54.

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For a closed-book examination, study strategies that could promote deep processing correlated positively with scores but were not likely to be used by the 46 students. For an open-book, open-note examination, strategies that might have led to confusion regarding the locations of material in the textbook and lecture notes correlated negatively with scores, although they were not likely to be used by the 58 students.

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Telcs, Andrss, Zsolt T. Kosztyan, Ildiko Neumann-Virag, Attila Katona, and Adam Torok. "Analysis of Hungarian Students’ College Choices." Procedia - Social and Behavioral Sciences 191 (June 2015): 255–63. http://dx.doi.org/10.1016/j.sbspro.2015.04.391.

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Schlagheck, Carol. "Newspaper Reading Choices by College Students." Newspaper Research Journal 19, no. 2 (March 1998): 74–87. http://dx.doi.org/10.1177/073953299801900206.

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Stoddard, Christiana, Carly Urban, and Maximilian D. Schmeiser. "College Financing Choices and Academic Performance." Journal of Consumer Affairs 52, no. 3 (January 18, 2018): 540–61. http://dx.doi.org/10.1111/joca.12175.

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Doyle, William R. "Community College TRANSFERS and College Graduation: Whose Choices Matter Most?" Change: The Magazine of Higher Learning 38, no. 3 (May 2006): 56–58. http://dx.doi.org/10.3200/chng.38.3.56-58.

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Vilaro, Melissa J., Wenjun Zhou, Sarah E. Colby, Carol Byrd-Bredbenner, Kristin Riggsbee, Melissa D. Olfert, Tracey E. Barnett, and Anne E. Mathews. "Development and Preliminary Testing of the Food Choice Priorities Survey (FCPS): Assessing the Importance of Multiple Factors on College Students’ Food Choices." Evaluation & the Health Professions 40, no. 4 (November 2, 2017): 425–49. http://dx.doi.org/10.1177/0163278717735872.

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Understanding factors that influence food choice may help improve diet quality. Factors that commonly affect adults’ food choices have been described, but measures that identify and assess food choice factors specific to college students are lacking. This study developed and tested the Food Choice Priorities Survey (FCPS) among college students. Thirty-seven undergraduates participated in two focus groups ( n = 19; 11 in the male-only group, 8 in the female-only group) and interviews ( n = 18) regarding typical influences on food choice. Qualitative data informed the development of survey items with a 5-point Likert-type scale (1 = not important, 5 = extremely important). An expert panel rated FCPS items for clarity, relevance, representativeness, and coverage using a content validity form. To establish test–retest reliability, 109 first-year college students completed the 14-item FCPS at two time points, 0–48 days apart ( M = 13.99, SD = 7.44). Using Cohen’s weighted κ for responses within 20 days, 11 items demonstrated moderate agreement and 3 items had substantial agreement. Factor analysis revealed a three-factor structure (9 items). The FCPS is designed for college students and provides a way to determine the factors of greatest importance regarding food choices among this population. From a public health perspective, practical applications include using the FCPS to tailor health communications and behavior change interventions to factors most salient for food choices of college students.

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Chevalier, Arnaud, Ingo E. Isphording, and Elena Lisauskaite. "Peer diversity, college performance and educational choices." Labour Economics 64 (June 2020): 101833. http://dx.doi.org/10.1016/j.labeco.2020.101833.

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Wilson, Hope E., and Jill L. Adelson. "College Choices of Academically Talented Secondary Students." Journal of Advanced Academics 23, no. 1 (January 12, 2012): 32–52. http://dx.doi.org/10.1177/1932202x11430269.

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LAVACH, JOHN F. "Cerebral Hemispherecity, College Major and Occupational Choices." Journal of Creative Behavior 25, no. 3 (September 1991): 218–22. http://dx.doi.org/10.1002/j.2162-6057.1991.tb01372.x.

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Bers, Trudy H. "Student major choices and community college persistence." Research in Higher Education 29, no. 2 (October 1988): 161–73. http://dx.doi.org/10.1007/bf00992284.

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Chinopfukutwa, Vimbayi S., and Elizabeth H. Blodgett Salafia. "Investigating College Women’s Contraceptive Choices and Sexuality." International Journal of Sexual Health 33, no. 3 (April 24, 2021): 268–82. http://dx.doi.org/10.1080/19317611.2021.1908477.

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Basch, Corey H., Michele Grodner, and Lindsay Prewitt. "Improving Understanding about Social Influences on Food Choices in College Students: A Pilot Study." Global Journal of Health Science 9, no. 4 (August 4, 2016): 1. http://dx.doi.org/10.5539/gjhs.v9n4p1.

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<p>The impact of social influences on food choices in college settings is of great importance because students are vulnerable to new forming identities at this time. The purpose of this pilot study is to determine the degree to which social influences impact food choices in a sample of college students. A 22-item survey instrument was created to determine the extent to which students have experienced being influenced by others when making food related purchasing decisions. A total of 257 out of a 323 students invited (80% response rate) in 11 sections of a personal health course responded to the survey. The overwhelming majority of respondents were reportedly comfortable ordering whatever they wanted when in the presence of their friends (n=249; 97%). Students were more likely to feel pressure to make a healthy choice than an unhealthy choice if everyone else was (45.1% vs. 31.5%), but fewer felt this way when asked specifically if their friends were ordering (28.4% vs. 21%). Social influences surrounding food choices are a topic that has gained momentum recently, however more research needs to be conducted to determine the reasons why social influences affect certain college students especially in comparing healthy versus unhealthy food choices.</p>

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Mullen, Ann L., and Jayne Baker. "Gender Gaps in Undergraduate Fields of Study: Do College Characteristics Matter?" Socius: Sociological Research for a Dynamic World 4 (January 2018): 237802311878956. http://dx.doi.org/10.1177/2378023118789566.

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Despite gender parity in earned bachelor’s degrees, large gender gaps persist across fields of study. The dominant explanatory framework in this area of research assesses how gender differences in individual-level attributes predict gaps in major choice. The authors argue that individualistic accounts cannot provide a complete explanation because they fail to consider the powerful effects of the gendered institutional environments that inform and shape young men’s and women’s choices. The authors propose a cultural-organizational approach that considers how institutional characteristics and cultural contexts on college campuses may influence gendered choices and thus be associated with patterns of gender segregation across fields of study. The results of an analysis of institutional data on all U.S. degree-granting colleges and universities reveal substantial interinstitutional variation in gender segregation. Furthermore, structural and contextual institutional features related to peer culture, curricular focus, institutional commitment to gender equity, and the gender proportionality of the student body correlate with heightened or diminished levels of segregation.

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Nie, Min, Zhaohui Xiong, Ruiyang Zhong, Wei Deng, and Guowu Yang. "Career Choice Prediction Based on Campus Big Data—Mining the Potential Behavior of College Students." Applied Sciences 10, no. 8 (April 20, 2020): 2841. http://dx.doi.org/10.3390/app10082841.

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Career choice has a pivotal role in college students’ life planning. In the past, professional career appraisers used questionnaires or diagnoses to quantify the factors potentially influencing career choices. However, due to the complexity of each person’s goals and ideas, it is difficult to properly forecast their career choices. Recent evidence suggests that we could use students’ behavioral data to predict their career choices. Based on the simple premise that the most remarkable characteristics of classes are reflected by the main samples of a category, we propose a model called the Approach Cluster Centers Based On XGBOOST (ACCBOX) model to predict students’ career choices. The experimental results of predicting students’ career choices clearly demonstrate the superiority of our method compared to the existing state-of-the-art techniques by evaluating on 13 M behavioral data of over four thousand students.

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Rosinger, Kelly Ochs. "Federal Policy Efforts to Simplify College-Going: An Intervention in Community College Enrollment and Borrowing." ANNALS of the American Academy of Political and Social Science 671, no. 1 (April 27, 2017): 114–31. http://dx.doi.org/10.1177/0002716217698664.

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Over the past decade, the federal government has made substantial efforts to simplify the college-going process and help students to evaluate college choices. These low-cost strategies aimed at improving college access and success by helping students to make informed decisions about college warrant assessment. This study examines the impact of a recent effort aimed at simplifying information that colleges provide to students about college costs, loan options, and college outcomes. Results from a quasi-experimental analysis indicate that the “informational intervention” in this study had limited influence on community college students’ enrollment and borrowing decisions. I discuss the limitations of this particular intervention and the potential impact that other related policy efforts designed to help students at various points in the college-going process may have.

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Quadlin, Natasha. "From Major Preferences to Major Choices: Gender and Logics of Major Choice." Sociology of Education 93, no. 2 (November 9, 2019): 91–109. http://dx.doi.org/10.1177/0038040719887971.

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Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students’ actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences—what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men’s major choices are tied to significantly higher prospective earnings than women’s major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.

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Holzer, Harry J., and Zeyu Xu. "Community College Pathways for Disadvantaged Students." Community College Review 49, no. 4 (April 15, 2021): 351–88. http://dx.doi.org/10.1177/00915521211002908.

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Objective: We estimated the correlations between the “pathways” chosen by community college students—in terms of desired credentials and fields of study, as well as other choices and outcomes along the paths—and the attainment of credentials with labor market value. We focused on the extent to which there were recorded changes in students’ choices over time, whether students made choices informed by their chances of success and by labor market value of credentials, and the impacts of choices on outcomes. Method: Using micro-longitudinal administrative data on a full cohort of Kentucky community college students, we provide summary data on a range of pathway characteristics and outcomes, as well as binomial and multinomial logit estimates of how pathway characteristics affect the odds of completing different kinds of credentials. Some of the logit estimates were based on random or fixed effects models. Results: We found that several characteristics of chosen pathways, such as field of study and desired credential as well as early “momentum,” affected outcomes. Student choices of pathways—and especially differences by gender and academic readiness—sometimes ran strongly counter to information about later chances of success in terms of probabilities of completing programs and attaining strong earnings. Students also changed pathways quite frequently, making it harder to accumulate the credits needed in their fields. Contributions: Attainment of credentials with greater market value by community college students could likely be improved by appropriate guidance and supports for them along the way and perhaps by broader institutional changes as well.

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Hatfield, Charlotte R. "THE COMMUNITY COLLEGE PRESIDENT'S AUDIENCE AND MEDIA CHOICES." Community Junior College Research Quarterly of Research and Practice 10, no. 3 (January 1986): 229–40. http://dx.doi.org/10.1080/0361697860100307.

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SIRAKAYA, ERCAN, and ROBERT W. MCLELLAN. "Factors Affecting Vacation Destination Choices of College Students." Anatolia 8, no. 3 (October 1997): 31–44. http://dx.doi.org/10.1080/13032917.1997.9687119.

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Likis-Werle, Elizabeth, and L. DiAnne Borders. "College Women's Gender Identity and Their Drinking Choices." Journal of Addictions & Offender Counseling 38, no. 1 (April 2017): 16–32. http://dx.doi.org/10.1002/jaoc.12026.

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Mobark, Mugahid A., Mustafa S. Saeed, Fahad S. Almotairi, and Haifa AL-Dhawyan. "Attitude towards Career Choices among Graduating PharmD Students at College of Pharmacy, Qassim University." International Journal of Science and Research (IJSR) 8, no. 3 (March 5, 2019): 1765–69. http://dx.doi.org/10.21275/art20196551.

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Wang, Xiaolei, Ruoxuan Zhang, Zengxin Li, and Junlong Chen. "Analysis on Management of Job Burnout of Counselors in Chinese Colleges Based on Game Theory." International Journal of Emerging Technologies in Learning (iJET) 15, no. 17 (September 11, 2020): 207. http://dx.doi.org/10.3991/ijet.v15i17.16739.

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In Chinese colleges, counselors need to simultaneously engage in teaching and management. The dual responsibilities make them probe to job burnout. To solve the problem, this paper puts forward assumptions about the behavior, income, and cost of counselors, and sets up a game model of burnout governance for college counselors. On this basis, the game between the college and counselors was analyzed under multiple scenarios: the two parties make completely independent decisions; the college is the first mover in the decision-making—— namely the equilibrium of the mixed strategy. Suppose a few colleges decide to improve the counselor management system. Based on the evolutionary game model, the authors discussed the influence of the improvement on all the colleges. The results show that the rational choices of the two parties should be “the college reforms the counselor management system”, while “the counselors work actively and avoid job burnout”; if a few colleges decide to improve the counselor management system, all the other colleges will follow suit, which leads to an improvement of efficient incentive system for college counselors. The research results provide a good reference for the burnout governance of college counselors.

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Raja, Ashrof, G. Jahnavi, and Satya Ranjan Patra. "Career choices of the first year students of Madha Medical College." International Journal Of Community Medicine And Public Health 4, no. 4 (March 28, 2017): 1094. http://dx.doi.org/10.18203/2394-6040.ijcmph20171330.

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Background: It is not very clear about the factors that influence the career choices of the undergraduate medical students. Experiences in the college during their curriculum are the strong determinants in developing an attitude to different subjects and attitude plays a very important role in choosing the speciality. This study is sought to find out the career choices of the first year medical students and what influenced them to take up that particular careerMethods: A cross sectional questionnaire based study was conducted in the first semester students of the Madha Medical College. The questionnaire was designed to find out the first choice of speciality, awareness of various subjects taught in a medical college, location preferences, and reasons influencing the preference, education level and occupation of their parents.Results: Out of a total of 150 students 141 (94%) were present on that day who had completed the questionnaire successfully. The mean age of the students was 17.8±0.6 (min=17, max=20). About 54% of the students were females and the rest 46% were males. The students belonging to urban area were 67% and that of rural area were 33%. The reasons quoted by the students for joining the MBBS course were personal interest 82%, parent’s interest 18%. None of the students could correctly answer the number of subjects taught in a medical college during the course. About half of the students did not know the duration of a specialization course after MBBS. The students interested to do specialization were 97% and interested to do IAS, or IPS were 2%. The most preferred career choices among the students were clinical subjects (71%), of which General Medicine and obstetrics & gynecology topped the list, followed by surgery and paediatrics; 24% chose pre-clinical subjects and anatomy was the most favoured, followed by physiology and the least preferred was biochemistry; only 2% were interested in paraclinical subjects of which community medicine, pharmacology and forensic medicine shared equal status but none of them wanted to specialize in pathology and microbiology. Personal interest was rated among 81% of the students in influencing their choice of speciality. After completion of education about 45% of the students wanted to settle in urban area and equal percentage of students in rural area. The students who wanted to settle in India after specialization was 87%, who wanted to go abroad were 7%. About 46% of the students wanted to join the corporate set up after specialization, 36% wanted to become private practitioners. About 46% of the students felt that 1 year is adequate for basic sciences.Conclusion: The career choices among the students of our institution were biased among the clinical subjects. The choices may change during the course of time which would be followed up. The role modelling by the faculty could be a factor in influencing their choices.

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Tobin, Jonah, Oliver Hall, Jacob Lazris, and David Zimmerman. "Financial Stress and Health Considerations: A Tradeoff in the Reopening Decisions of U.S. Liberal Arts Colleges during the COVID-19 Pandemic." Journal of Risk and Financial Management 14, no. 8 (August 17, 2021): 382. http://dx.doi.org/10.3390/jrfm14080382.

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This paper presents empirical evidence on factors influencing choices made by members of the Annapolis Group of Liberal Arts colleges regarding whether to operate primarily in-person, primarily online or some flexible alternative during the COVID-19 pandemic of 2020. This paper examines the tradeoff between public health risks and financial standing that school administrators faced when deciding reopening plans. Because in-person instruction at colleges and universities had large effects on COVID-19 case rates, it is critical to understand what caused these decisions. We used binary and multinomial probit models to evaluate an original data set of publicly available data as well as data from the College Crisis Initiative. Binary and multinomial choice model estimates suggest that conditional upon the prevailing level of COVID-19 in their county, financially distressed colleges were approximately 20 percentage points more likely to opt for primarily in-person operations than less financially distressed colleges. These choices highlight an important potential tradeoff between public health and financial concerns present in the higher education sector and emphasize the need for public spending to mitigate adverse health outcomes if a similar situation occurs again.

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Alfattal, Eyad. "International students’ college choice is different!" International Journal of Educational Management 31, no. 7 (September 11, 2017): 930–43. http://dx.doi.org/10.1108/ijem-05-2016-0095.

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Purpose The purpose of this paper is to evaluate the needs and aspirations of international students studying at a comprehensive university campus in the USA in comparison to domestic students represented by factors that drive students’ college choice. Design/methodology/approach The study opted for a survey design through questionnaire and employed descriptive and inferential statistics to assess differences between international and domestic students. Findings Findings suggest that international students are different from domestic students on seven choice factors: on-campus housing, recommendation from family, academic reputation, reputation of faculty, participation in intercollegiate sports, printed material or video and need-based financial aid. Research limitations/implications The study was conducted at a four-year comprehensive public university campus in California. Findings and conclusions may be relevant only to such context. Practical implications International and domestic students have different preferences and their college choices are affected to different degrees by the varying choice factors. Education administrators and policy makers can have targeted strategic marketing plans that are responsive to the different types populations’ needs. Originality/value This is the first study that compares international students’ to domestic students’ needs and aspirations when choosing a university campus.

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Mill, David H. "Undergraduate Information Resource Choices." College & Research Libraries 69, no. 4 (July 1, 2008): 342–55. http://dx.doi.org/10.5860/crl.69.4.342.

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This study provides a thorough overview of information consumption at a modest-sized liberal arts college. It is based on a citation analysis of an extensive sample of bibliographies drawn from papers written for 64 intermediate and advanced courses. The papers, representing 17 academic departments, were written during the 2004–05 academic year. The citations were analyzed by type of resource, and for books and journals, local ownership and age information was noted. The format (electronic or print) of locally available journals was also recorded. Both divisional and overall results are presented, and statistically significant results are noted.

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Carruthers, Celeste K., and Jilleah G. Welch. "Not whether, but where? Pell grants and college choices." Journal of Public Economics 172 (April 2019): 1–19. http://dx.doi.org/10.1016/j.jpubeco.2018.11.006.

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O’Connor, Noga, Floyd M. Hammack, and Marc A. Scott. "Social Capital, Financial Knowledge, and Hispanic Student College Choices." Research in Higher Education 51, no. 3 (November 7, 2009): 195–219. http://dx.doi.org/10.1007/s11162-009-9153-8.

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Baker, Rachel. "Understanding College Students’ Major Choices Using Social Network Analysis." Research in Higher Education 59, no. 2 (June 19, 2017): 198–225. http://dx.doi.org/10.1007/s11162-017-9463-1.

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Ferber, Marianne A., and Carole A. Green. "Career or family: What choices do college women have?" Journal of Labor Research 24, no. 1 (March 2003): 143–51. http://dx.doi.org/10.1007/s12122-003-1033-y.

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Alvarado, Steven Elías, and Ruth N. López Turley. "College-bound friends and college application choices: Heterogeneous effects for Latino and White students." Social Science Research 41, no. 6 (November 2012): 1451–68. http://dx.doi.org/10.1016/j.ssresearch.2012.05.017.

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Carrico, Cheryl, Holly M. Matusovich, and Marie C. Paretti. "A Qualitative Analysis of Career Choice Pathways of College-Oriented Rural Central Appalachian High School Students." Journal of Career Development 46, no. 2 (August 31, 2017): 94–111. http://dx.doi.org/10.1177/0894845317725603.

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To explore the ways context may shape career choices, we used a qualitative approach to analyze interviews with college-oriented high school students from the rural Central Appalachia region of Virginia. Using social cognitive career theory, we analyzed pathways to career choices and relevant contextual factors, using data from 24 interviews. Results revealed that participants’ pathways partially matched the model, though we also found variant pathways triggered by significant environmental influences and incomplete pathways due to variations in possible career plans. Explanatory factors included status as prospective first-generation college student, outcome expectations that included remaining local and having job stability, and an emergent factor of continuing generation Appalachian. The patterns that emerged with respect to contextual factors and career choice pathways highlight the importance of culture and context when examining how students make career choices. This research extends prior research by examining career pathways using student’s own words as data. Moreover, the patterns offer insights career coaches, counselors, and educators can use in supporting students’ post–high school career planning.

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Swanson, Troy A., Tish Hayes, Jennifer Kolan, Kelly Hand, and Susan Miller. "Guiding choices: implementing a library website usability study." Reference Services Review 45, no. 3 (August 14, 2017): 359–67. http://dx.doi.org/10.1108/rsr-11-2016-0080.

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Purpose The purpose of this study is go better understand website usability by community college students. The usability study team sought data that would help to guide in a website redesign. Design/methodology/approach Librarians led students through sessions that followed the usability testing approach defined by Nielsen (2012) which emphasizes the ease of use of the Web interface. This study compared the results from the existing library website and a prototype website. Findings The study’s findings emphasized the need for balance between the variety of services and content that the website provides. This is especially true given that so many community college students are underprepared for college-level courses. Research limitations/implications The study was limited by available time and the clinical nature of the usability session. Practical implications The study results underscore the significant challenge facing library website designers. The various online services exist in pockets that are only partially integrated and, therefore, require students to make decisions and predictive judgments as they navigate the site. Originality/value Overall, this study emphasized the need for balance between the variety of services and content that the website provides.

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Carvalho, José Raimundo, Thierry Magnac, and Qizhou Xiong. "College choice, selection, and allocation mechanisms: A structural empirical analysis." Quantitative Economics 10, no. 3 (2019): 1233–77. http://dx.doi.org/10.3982/qe951.

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We use rich microeconomic data on performance and choices of students at college entry to analyze interactions between the selection mechanism, eliciting college preferences through exams, and the allocation mechanism. We set up a framework in which success probabilities and student preferences are shown to be identified from data on their choices and their exam grades under exclusion restrictions and support conditions. The counterfactuals we consider balance the severity of congestion and the quality of the match between schools and students. Moving to deferred acceptance or inverting the timing of choices and exams are shown to increase welfare. Redistribution among students and among schools is also sizeable in all counterfactual experiments.

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Chipman, Susan F., David H. Krantz, and Rae Silver. "Mathematics Anxiety and Science Careers among Able College Women." Psychological Science 3, no. 5 (September 1992): 292–96. http://dx.doi.org/10.1111/j.1467-9280.1992.tb00675.x.

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Does mathematics anxiety deflect able students from pursuing scientific careers? We obtained the Scholastic Aptitude Test (SAT) scores of 1,366 students entering Barnard College and also questioned them about their career interests and their feelings about mathematics learning At every level of mathematical skill, math anxiety correlated negatively with interest in scientific careers Contrariwise, quantitative SAT score was unrelated to career interests, within relatively homogeneous categories of math anxiety or confidence Students were also asked directly whether the desire to avoid math affected their career choices The responses suggested a mediating role for math anxiety or confidence in career choice

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Moses, Michele S., and Kathryn E. Wiley. "Social Context Matters: Bridging Philosophy and Sociology to Strengthen Conceptual Foundations for College Access Research." American Educational Research Journal 57, no. 4 (October 30, 2019): 1665–87. http://dx.doi.org/10.3102/0002831219883587.

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Scholars in distinct academic disciplines may examine the same or similar phenomena, often relying on concepts that are well known within each discipline. In this article, we examine two related sociological concepts—capital and adaptive preferences—each used to explain young people’s choices and aspirations. We make the case that integrating the philosophical concept of the “social context of choice” into analyses using “capital” or “adaptive preferences” provides an interdisciplinary approach to analyses of underrepresented students’ educational choices and aspirations in higher education, beyond what each concept provides alone. We ground our philosophical examination in data from a 2-year empirical study of an educational access and outreach program for low-income students.

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Ganley, Colleen M., Casey E. George, Joseph R. Cimpian, and Martha B. Makowski. "Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers Regarding Female Participation." American Educational Research Journal 55, no. 3 (December 22, 2017): 453–87. http://dx.doi.org/10.3102/0002831217740221.

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Women are underrepresented in many science, technology, engineering, and mathematics (STEM) majors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors. The perception of the major being math or science oriented is less important. We replicate these findings using a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in research on gender gaps in college major choices and the need to recognize the impact of perceptions of potential gender discrimination on college major choices.

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Hoxby, Caroline M. "The Changing Selectivity of American Colleges." Journal of Economic Perspectives 23, no. 4 (November 1, 2009): 95–118. http://dx.doi.org/10.1257/jep.23.4.95.

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Over the past few decades, the average college has not become more selective: the reverse is true, though not dramatically. People who believe that college selectivity is increasing may be extrapolating from the experience of a small number of colleges such as members of the Ivy League, Stanford, Duke, and so on. These colleges have experienced rising selectivity, but their experience turns out to be the exception rather than the rule. Only the top 10 percent of colleges are substantially more selective now than they were in 1962. Moreover, at least 50 percent of colleges are substantially less selective now than they were in 1962. To understand changing selectivity, we must focus on how the market for college education has re-sorted students among schools as the costs of distance and information have fallen. In the past, students' choices were very sensitive to the distance of a college from their home, but today, students, especially high-aptitude students, are far more sensitive to a college's resources and student body. It is the consequent re-sorting of students among colleges that has, at once, caused selectivity to rise in a small number of colleges while simultaneously causing it to fall in other colleges. This has had profound implications for colleges' resources, tuition, and subsidies for students. I demonstrate that the stakes associated with choosing a college are greater today than they were four decades ago because very selective colleges are offering very large per-student resources and per-student subsidies, enabling admitted students to make massive human capital investments.

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Abu Baker, Mohammad A., Sara E. Emerson, Jessica Gorman, and Joel S. Brown. "Dietary choices in a generalist herbivore, the eastern cottontail Sylvilagus floridanus, in urban landscapes." Behaviour 158, no. 5 (February 15, 2021): 377–95. http://dx.doi.org/10.1163/1568539x-bja10071.

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Abstract We tested for dietary choices of foods varying in nutrient composition by cottontail rabbits on two college campuses in midwestern USA. We quantified choices among pellets of varying nutritional quality at artificial food patches. Dietary choices differed between seasons and locations. Spring giving-up densities (GUDs: food left behind) did not show differences in food choices and were lower than summer GUDs. In Appleton, the cottontails favoured both high protein and fibre pellets, whereas the medium protein and fibre pellets were favoured in Chicago. The cottontails maintained their choice of high protein, high fibre pellets at three spatial scales. The cottontails varied food intake to balance their protein, salt and fibre needs at different times and locations. Studying dietary choices and the effect of resource quality on foraging responses by urban wildlife provides a useful tool to study ecological interactions and can help minimize damage in urban environments such as parks.

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Nivison, Kenneth. "“But a Step from College to the Judicial Bench”: College and Curriculum in New England's “Age of Improvement”." History of Education Quarterly 50, no. 4 (November 2010): 460–87. http://dx.doi.org/10.1111/j.1748-5959.2010.00290.x.

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In 1827, two years after its incorporation as a college and six years removed from its founding as a “collegiate institution,” Amherst College revamped its curriculum into what it called a “parallel course of study.” In this new scheme, students were allowed to follow one of two tracks during their college years. Courses in mathematics, geography, logic, rhetoric, the natural sciences, philosophy, and theology were still required of all students, but they were permitted to substitute a variety of new offerings in place of instruction in ancient languages and literature—choices ranging from French or Spanish to drawing or civil engineering. The faculty of the college were clear in their rationale for such a change: echoing the sentiments of the nation's President John Quincy Adams, they argued that theirs was “emphatically an Age of Improvement,” one which necessitated altering the structure of the college course. They warned that if the college did not reform its course offerings it would witness the rise of new institutions better equipped to provide for the needs of young men, threatening the existence of Amherst and other colleges committed to liberal education. “Let our Colleges promptly lead on in the mighty march of improvement,” they stated, “and all will be well; but let them hesitate and linger a little longer, and many of their most efficient friends will go on without them.”

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Hearn, Jean. "Are community college students’ transfer choices impacted by their perceptions?" Journal of Global Education and Research 2, no. 2 (2018): 46–59. http://dx.doi.org/10.5038/2375-9615.2.1.1000.

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Hearn, Jean. "Are community college students’ transfer choices impacted by their perceptions?" Journal of Global Education and Research 2, no. 2 (2018): 46–59. http://dx.doi.org/10.5038/2577-509x.2.2.1000.

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Rothstein, Jesse, and Cecilia Elena Rouse. "Constrained after college: Student loans and early-career occupational choices." Journal of Public Economics 95, no. 1-2 (February 2011): 149–63. http://dx.doi.org/10.1016/j.jpubeco.2010.09.015.

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McCormick, Laura K., and John Ureda. "Who's driving? college students' choices of transportation home after drinking." Journal of Primary Prevention 16, no. 1 (September 1995): 103–15. http://dx.doi.org/10.1007/bf02407235.

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Dallmeyer, M., C. Young, P. Monaco, A. Tallyn, and A. Heitz. "Promotion of Healthful Food Choices in a College Foodservice Operation." Journal of the American Dietetic Association 111, no. 9 (September 2011): A66. http://dx.doi.org/10.1016/j.jada.2011.06.245.

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